#EL30 Graphing

Week 3 of Stephen Downes’ E-Learning 3.0 course is looking at Graphs.

Stephen recommended some resources for this topic. These included:

Vaidehi Joshi’s (2017) gentle introduction to graph theory. In her discussion of graphs, Vaidehi observes “in mathematics, graphs are a way to formally represent a network, which is basically just a collection of objects that are all interconnected”.  She distinguishes between directed graphs and undirected graphs and explains the ways edges connect nodes in these kind of graphs. An example of the former is Twitter (each edge created represents a one-way relationship), and of the latter Facebook (its edges are unordered pairs).

Vaidehi suggests a number of resources to provide details about graphs, one of them is Jonathan Cohen’s slide show Graph Traversal. He defines a graph as a “general structure for representing positions with an arbitrary connectivity structure” that has a collection of vertices (nodes) and edges (arcs). An edge connects two vertices and makes them adjacent.

A second resource shared by Stephen is Fjodor Van Veen’s (2016) Neural Network Zoo. In his post Fjodor shares a “mostly complete chart of Neural Networks’ and includes a detailed list of references to support his visualisation of the networks.

A third resource continues the visualisation theme. Vishakha Jha (2017) uses this diagram to inform the discussion of machine learning:

A fourth resource recommendation is Graph Data Structure and Algorithms (2017). This article aggregates a large number of links to graph topics. It includes this explanation:

One of the E-Learning 3.0 course members, Aras Bozkurt, exemplified this theme in this tweet and in doing so underscored the skills available within self-organising networks :

It was a great way to end and start conversations about graphs.

Photo Credits

Title image is from Gonçalves B, Coutinho D, Santos S, Lago-Penas C, Jiménez S, Sampaio J (2017) Exploring Team Passing Networks and Player Movement Dynamics in Youth Association Football. PLoS ONE 12(1): e0171156. https://doi.org/10.1371/journal.pone.0171156

Other images are frame grabs for the resources cited in this post.

3.0, 4.0, 5.0

I have been working through some .0 numbers this week.

3.0

Stephen Downes’ E-Learning 3.0 starts this month. He has provided an overview of the course on his Half and Hour blog. Stephen notes:

The premise of this course is that we are entering the third major phase of the world wide web, and that it will redefine online learning as it has previously.

In the 3.0 web “the central role played by platforms is diminished in favour of direct interactions between peers, that is, a distributed web”.

The course runs from mid-October to mid-December. I am looking forward to taking part in another of Stephen’s courses a decade after CCK08.

4.0

I have been introduced to Leadership 4.0 whilst researching another topic. The Oxford Leadership Group is conducting:

a ‘living research’ project aimed at redefining leadership in the context of … the Fourth Industrial Revolution. The project focuses on how corporations are adapting their leadership style, culture and methodologies in order to innovate and steer the implementations of new business models.

Klaus Schwab has written about the Fourth Industrial Revolution and notes “that all of these new technologies are first and foremost tools made by people for people”.

5.0

I have been working with Tony Charge at Sports Wizard® to develop an idea about qualitative analytics. We have used the 5.0 number to indicate how a fourth industrial revolution might combine with the vibrant, semantic web 3.0 to engage in conversations about intelligence augmentation from a qualitative perspective.

I think the use of 5.0 is ambitious but it does enable a transparent discussion about the analysis and observation of performance. The roots of this 5.0 lie in conversations in the 1950s and 1960s about intelligence amplification and intelligence augmentation. I am hopeful this resonates with other .0 conversations.

Photo Credit

Keith Lyons (CC BY 4.0)

#coachlearninginsport: self-organising networks

Last month, I was invited to join a group of coaches in an online forum.

I was delighted to be asked but I have spent much of the time as a peripheral participant … enjoying the open sharing but not contributing.

I thought listening might be a good way to start in a group of online acquaintances.

Yesterday, I responded to this message from one of the group:

Hi everyone. I’m early in the process of setting up new CPD events. I’ve been slightly dissatisfied with recent experiences and groups like this show the value of sharing and exploring new ideas.

They won’t be linked to NGB/club/County – more of a ‘by coaches, for coaches’ approach focusing on interaction, conceptualisation of ideas and discussion, building a network etc.

From your recent CPD experiences, what have been the best elements? If there was one thing you want, or would want, from a CPD experience then what would it be?

Any ideas and feedback welcome.

It seemed a great opportunity for me to discuss my thoughts about #coachlearninginsport.

It coincided too with my participation in an open online course, Connectivism and Learning. Stephen Downes is the facilitator of this course and he has this to say about connectivism:

At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. (My emphasis)

Elsewhere, Stephen (2012) has discussed course design. He notes that in  a connectivist course “the content does not define the course”.

By navigating the content environment, and selecting content that is relevant to your own personal preferences and context, you are creating an individual view or perspective. So you are first creating connections between contents with each other and with your own background and experience. And working with content in a connectivist course does not involve learning or remembering the content. Rather, it is to engage in a process of creation and sharing. Each person in the course, speaking from his or her unique perspective, participates in a conversation that brings these perspectives together. (My emphasis)

I am hopeful that our online group might discuss these issues … if they are of interest.

For the time being, I look forward to engaging in a conversation on the platform that explores whether we might move from CPD to CPL and to celebrate the sense each of us makes of our self-organising networks.

Connected by shared interests.

Photo Credits

At Coogee (Keith Lyons, CC BY 4.0)